Adaptations of International Standards on Educational Leadership Preparation in Egypt

Abstract

This paper is a case study of one leadership preparation program, utilizing US school leadership standards and practices, offered in Egypt. This case study illuminates how cultural and policy distinctions impact differing necessities of educational leadership, and how those necessities conflict or concur with the international standards and assumed best practices. In particular, it serves as an exploration of policy borrowing, considering that leadership preparation in developed countries has been, on some levels, an issue of occupational field professionalization.

Primary school principals in Ethiopia: Selection and preparation

“…Huber further stresses that there is a significant tendency towards more extensive training programmes that enable principals to explore challenges connected to the leadership role and its responsibilities. Purinton and Khalil (2016: 3) also state that each ‘profession shares a common approach to examining and solving a particular problem, and it does so by utilizing a common body of knowledge gained from intensive study and guided practice’. This is an indication for the need of intensive training in professional preparation.…”

“…Given these assertions, the advent of the school principalship as a professional career in today's educational sphere seems certain. Purinton and Khalil (2016) even mention that school leadership has achieved many markers of professional status in recent years.…”

A Combination of Context Input Process Product and Kirkpatrick Evaluation Model to Determine the Effectiveness of E-Training for Principals during COVID-19 Pandemic

“…Training for principals would help them perform their duties, identify their roles and responsibilities, and plan, regulate, and report their activities (Brauckmann et al, 2020;Gurmu, 2020). School leader training affects teachers' professional development (Chalikias et al, 2020;Mestry, 2017;Purinton & Khalil, 2016). It also impacts learning quality and student achievement (Gurmu, 2020;Indra et al, 2020;Norberg, 2019;Winingsih & Sulistiono, 2020).…”